JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN HUMANITIES AND SOCIAL SCIENCES

CORRELATIONAL STUDY OF INTELLIGENCE AND ACADEMIC ACHIEVEMENT OF SCHOOL GOING CHILDREN IN RELATION TO GENDER, HABITAT, TYPE OF SCHOOLS AND SOCIOECONOMIC STATUS

DR. DINESH PATEL

Principal, VijaynagarArtsCollege, Vijaynagar, Dist. Sabarkantha, Gujarat

ISSN: 0975 –6701| NOV 10 TO OCT 11 | Volume 1, Issue 2Page 1

JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN HUMANITIES AND SOCIAL SCIENCES

1. INTRODUCTION :

Children are the future of the nation. It is the duty of every country to provide educational opportunities to all its children. Therefore all efforts should be directed through the system of education for their academic enhancement and personality development. The importance of curiosity, intelligence, problem solving ability and personality traits can not be denied because all these factors are responsible for academic achievement. They discovered several cognitive and non-cognitive factors, which contribute to academic achievement. But there is a paucity of research attempting to study the contribution of children’s curiosity, intelligence, and problem solving ability in academic achievement.

Academic achievement is the indicator of the candidates’ level of acquired knowledge or skill, which has been gained as a result of training or experience. High academic performance is not possible in the absence of intelligence but the presence of high intelligence is no guarantee of high academic performance.

Socio-economic status is also one of the most vital factors, which is considered as a determinant of one’s nature of adjustment. The SES of the family does not only go with the chance of getting college education but it is also found to be related to the level of one’s academic achievement, because higher socio-economic status means better educational facilities and more intellectual stimulation.

Predicting academic achievement of the students is a major task before the educational psychologists and as such the researchers in this field have focused their attention to explain the relationship of academic achievement to various psychological variables.

Academic achievement is the indicator of the students’ level of acquired knowledge or skill, which has been gained as a result of training or experience. High academic achievement is not possible in the absence of intelligence but the presence of high intelligence is no guarantee of high academic achievement.According to Wechsler (1975) intelligence is the aggregate or globle capacity to an individual to at purposefully with his environment. IQ scores are fairly good predictors of academic achievement the correlation between school grades and IQ score is about 0.50. Neisser (1996) indicate that intelligence test scores are related to a wide range of social outcomes including job performance, income, social status and year of education completed.

Maw and Maw (1964) conducted a preliminary study on five classes of elementary school children and found positive moderate correlations between teacher’s judgment of curiosity and IQ and somewhat lower positive and less consistent correlations between peer judgment of curiosity and IQ.

Kakkar (1977) conducted his study on 122 eight class male students and found significant differences in intelligence between the means of high. Medium, and low curiosity students. Statistically significant relationship between intelligence and curiosity was obtained. Thorndike’s intelligence test (non-verbal form-A) was used as a measure of intelligence.

Peenney and McCann (1964) found no relationship between IQ and their children’s reactive curiosity scale.Kakkar (1977) found a significant relationship between curiosity and achievement in his study with 122 eighth class students. Maw and Maw’s 41-items self-rating instrument of curiosity and students’ aggregate marks in the school examination were used for the assessment of curiosity and achievement respectively.Beall (1984) found no significant differences among high, normal and science achievers in terms of science curiosity. This finding is not in tune with all the findings reported earlier.

Sharma (2000) concluded that the youth has high aspiration and the girls are more high aspiration than boys and science students are high aspiration than arts boys. The achievement and socio-economic status has positive effect on aspiration separately and cobinedly and this can be inferred that achievement and socio-economic status are important factors in marking or making the level of operations.

Gakhar and Aseema (2004) revealed that rural adolescents had greater academic achievement than urban ones and interaction also existed between sex and area. While affecting academic achievement. In addition to it self-concept stress, and locality both affects the reasoning ability.

The main aim of the present investigation has been to comparative study of intelligence and academic achievement of school going children in relation to gender, habitat, type of schools and socioeconomic status.

2. PROBLEM OF THE STUDY

The exact problem of the present investigation is “Correlational study of intelligence and academic achievement of school going children in relation to gender, habitat,type of schools and socioeconomic status”.

3. OBJECTIVES OF THE STUDY :

To find out the relation between intelligence and academic achievement of of various groups of school going children in relation to gender, habitat, type of schools and socioeconomic status.

4. HYPOTHESIS

There will be no significant correlation between intelligence and academic achievement of various groups of school going children in relation to gender, habitat, type of schools and socioeconomic status.

5. VARIABLES

In present research gender (male, female) habitat (urban, rural) type of school (government and private) and socio economic status, (HSES, MSES and NSES) were taken as independent variables and the scores of intelligence and academic achievement and correlations of intelligence and academic achievement of various group was dependent variable.

6. SAMPLE

For the present research work the sample was randomly taken from various schools of Sabarkantha district. The educational status of the students was controlled. They were from 7th standard. The sample was categorized as under

ISSN: 0975 –6701| NOV 10 TO OCT 11 | Volume 1, Issue 2Page 1

JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN HUMANITIES AND SOCIAL SCIENCES

Male / Female / Total
Urban / Rural / Urban / Rural
Govt. Schools / Pvt. Schools / Govt. Schools / Pvt. Schools / Govt. Schools / Pvt. Schools / Govt. Schools / Pvt. Schools
HSES / 30 / 30 / 30 / 30 / 30 / 30 / 30 / 30 / 240
MSES / 30 / 30 / 30 / 30 / 30 / 30 / 30 / 30 / 240
LSES / 30 / 30 / 30 / 30 / 30 / 30 / 30 / 30 / 240
Total / 90 / 90 / 90 / 90 / 90 / 90 / 90 / 90 / 720

ISSN: 0975 –6701| NOV 10 TO OCT 11 | Volume 1, Issue 2Page 1

JOURNAL OF INFORMATION, KNOWLEDGE AND RESEARCH IN HUMANITIES AND SOCIAL SCIENCES

7. TOOLS

For the present research work following tools were used for data collection:

7.1 General Intelligence test

General intelligence test by S.M. Mohsin (1990) was used to measure intelligence level of the students. The test has consisted 6 sub test each test has separate instruction and scoring key. The test retest reliability is .89. Splite half reliability is .68. With a view to ascetaining validity co-efficient of the general intelligence test alonge with the Menglus general intelligence test is .54 and Terman arithmetic reasoning test is .63, Raven matrisis is .65.

7.2 Academic Achievement

Average percentage results of last 3 years annual exams of each students was considered as academic achievement.

8. PROCEDURE

After establishing rapport general intelligence test was administered to the students in small manageable group. Scoring was done as per scoring key of GIT. Last 3 years annual exam results were taken from each students to find out academic achievement.

9. STATISTICAL ANALYSIS

Product Moment correlation technique was used in order to find out correlation between intelligence and academic achievement among various groups of student.

10. RESULTS AND DISCUSSION

Correlation between intelligence and academic achievement among various groups of school going children

Various
Groups / Correlation of
Intelligence – academic achievement
MUP-HSES / 0.45*
MUP-MSES / 0.44*
MUP-LSES / 0.17
MRP-HSES / 0.40*
MRP-MSES / 0.34
MRP-LSES / 0.43*
MUG-HSES / 0.83**
MUG-MSES / 0.75**
MUG-LSES / 0.03
MRG-HSES / 0.68**
MRG-MSES / 0.38*
MRG-LSES / 0.13
FUP-HSES / 0.18
FUP-MSES / 0.63**
FUP-LSES / 0.53**
FRP-HSES / 0.27
FRP-MSES / 0.62**
FRP-LSES / 0.50**
FUG-HSES / 0.69**
FUG-MSES / 0.63**
FUG-LSES / 0.47**
FRG-HSES / 0.57**
FRG-MSES / 0.52**
FRG-LSES / 0.54**

* significant at .05 level, **significant at .01 level

Correlation between intelligence and academic achievement of male urban private school students belonging to HSES can seen in the Table of correlation. The correlation between intelligence and academic achievement of male urban private school students belonging to HSES is 0.45 which is significant at .05 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of male urban private school students belonging to MSES is 0.44 which is significant at .05 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of male urban private school students belonging to LSES is 0.17 which is not significant. It means intelligence and academic achievement is positively correlated.

The correlation between intelligence and academic achievement of male rural private school students belonging to HSES is 0.40 which is significant at .05 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of male rural private school students belonging to MSES is 0.34 which is not significant. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of male rural private school students belonging to LSES is 0.43 which is significant at .05 level. It means intelligence and academic achievement is positively correlated.

The correlation between intelligence and academic achievement of male urban Government school students belonging to HSES is 0.83 which is significant at .01 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of male urban Government school students belonging to MSES is 0.75 which is significant at .01 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of male urban Government school students belonging to LSES is 0.03 which is not significant. It means intelligence and academic achievement is positively correlated.

The correlation between intelligence and academic achievement of male rural Government school students belonging to HSES is 0.68 which is significant at .01 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of male rural Government school students belonging to MSES is 0.38 which is significant at .05 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of male rural Government school students belonging to LSES is 0.13 which is not significant. It means intelligence and academic achievement is positively correlated.

Correlation between intelligence and academic achievement of female urban private school students belonging to HSES can seen in Table.... The correlation between intelligence and academic achievement of female urban private school students belonging to HSES is 0.18 which is not significant. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of female urban private school students belonging to MSES is 0.63 which is significant at .01 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of female urban private school students belonging to LSES is 0.53 which is significant at .01 level. It means intelligence and academic achievement is positively correlated.

The correlation between intelligence and academic achievement of female rural private school students belonging to HSES is 0.27 which is not significant. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of female rural private school students belonging to MSES is 0.62 which is significant at .01 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of female rural private school students belonging to LSES is 0.50 which is significant at .01 level. It means intelligence and academic achievement is positively correlated.

The correlation between intelligence and academic achievement of female urban Government school students belonging to HSES is 0.69 which is significant at .01 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of female urban Government school students belonging to MSES is 0.63 which is significant at .01 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of female urban Government school students belonging to LSES is 0.47 which is significant at .01 level. It means intelligence and academic achievement is positively correlated.

The correlation between intelligence and academic achievement of female rural Government school students belonging to HSES is 0.57 which is significant at .01 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of female rural Government school students belonging to MSES is 0.52 which is significant at .01 level. It means intelligence and academic achievement is positively correlated. The correlation between intelligence and academic achievement of female rural Government school students belonging to LSES is 0.54 which is significant at .01 level. It means intelligence and academic achievement is positively correlated.

Thus, it may be said that the variable intelligence and scholastic achievement have significant positive moderate relationship. This finding is in accordance with the findings of the previous studies undertaken in this regard including that of Kakkar (1977).Deb,Ghosh and Manjulika (1971) found a significant relationship between intelligence score and achievement. Brondy and brondy (1976) reaveled that higher the child’s IQ the more years of school they are likely to complet. Verma (1966) stated that intelligence, study habits and ego involvement had positive and significant relationship with achievement. Pereira (1974) found that in case of maladjusted children, significant correlation exists between intelligence and academic achievement whereas, in case of well adjusted group significant corelation does not exist between intelligence and academic achievement.

Maqsud (1983) found positive correlation between SES and scholastic achievement. Rao (1965) found that intelligence, study habits, attitude of pupils towards school jointly contribute 60% of the predictability of scholastic achievement while the contribution of SES had not come out to be significant.

11. REFERENCE

[1]Beall, Dwight. (1985). “Attidues toward science, interest in science and science curiosity as they relate to science achievement of upper elementary students.” Ph.D.IndianUniversity, (1984) Indissertation abstracts international, 45 (8) : 2387-A.

[2]Brody, E.B. and brody, N. (1976). Intelligenece : Nature, determinants and consequences. New York, Academic Press.

[3]Deb, Gosh and Manjulika (1971). Relation between scholastic achievement and intelligence. Behaviourometric, 1 (2) : 136-137.

[4]Gakhar and Aseema (2004). Influence of self-concept stress, locality and gender on the academic achievement and reasoning ability of adolescents. Praachi journal of psycho-cultural dimensions. Vol. 20 (1) : 25-28.

[5]Kakkar, S.B. “Intelligence, curiosity and achievement.” ISPT journal of research, (1977), 1(1), 13-16. In Indian psychological abstracts, Sept. (1978). 15(3), 193.

[6]Maqsud, M. (1983). Relationship of locus of control to self esteem, academic achievement and prediction of performance of Nigerian secondary school pupils. British journal of educational psychology, 53 (2) : 215-221.

[7]Maw, W.H. and Maw, E.W. (1964). An exploratory investigation into the measurement of curiosity in elementary school children. Cooperative research project No. 801, Newwark : University of Delaware.

[8]Pereira, O. (1974). A study of five major factors contributing to certain psychological problems of pre-adolescents. research bulletin, educational research innovation committee, 2(1&2) : 52-53.

[9]Prakash, S. (2000). “A study of mathematical creativity and achievement of elementary school students in relation to problem solving ability, anxiety and socio-demographic variables.” Ph.D. (Edu.) P.U. Chandigarh

[10]Rao (1965). relationship of intelligence, study habits, atitude of pupils towards school and SES with academic achievement. Survey of research in education, first Edn. Boroda society for educational research and education.

[11]Verma (1966). factors responsible for poor results. Second survey of research, first edn., Boroda society for educational research and development.

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